Class Session: October 13, 2020

Agenda

  • Workshop Rhetorical Analysis Essay Notes (or drafts) | 30 minutes – Resources included in this page.
  • Thesis workshop (handout) ( Word | PDF ) – Resources included in this page.

Workshop Rhetorical Analysis Essay Notes (or drafts) | 30 minutes

What to look for? To help guide you through giving feedback, consider the organization structure of the work presented to you. Does it mirror the recommended structure we looked at in the last class?

Important to note: We are looking at notes (which is what was due today), or in some cases what looks more like a first draft – and that’s totally fine! Whatever is presented to you, look for the basic structure listed here, with the criteria offered in the notes for each section. Also remember, I did not ask to have every criteria included in the notes or early draft – like a “hook” or a working thesis sentence. With this in mind, focus in how the writer is presenting their rhetorical analysis through the use of making claims about the text, and how they use evidence from the text to support what they see the text doing.

Also note that many, but not all writers, are using the words LOGOS, PATHOS, or ETHOS. It is not essential that writers use these words, although they may use words like “reason”, “emotion” or “character/authority” in their text.

  • Introduction: Does the writer…

Present the rhetorical situation of the article

Engage reader’s interest in the issue of the article – this is often called a “hook”

Indicate your interest and investment – this could be optional in the introduction OR you might put this elsewhere in your essay where you think it is appropriate AND supports your analysis.

Present a thesis with three–four rhetorical points about the article you will analyze in depth.

  • Summary of Text being analyzed: Does the writer…

Briefly present the claim and main points of the article you are analyzing to help readers understand your analysis.

[NOTE: You may choose to include your summary in your introduction.]

  • Rhetorical Analysis: Does the writer…

Explain, develop, and discuss the rhetorical points in wrote about in your thesis, examining the author’s rhetorical strategies.

Use examples and quotations from the article’s argument you are analyzing to make your points clear to your readers.

  • Conclusion: Does the writer…

Wrap up your analysis

Perhaps mention the importance of this article’s contribution to the public conversation on this issue.

RESOURCES FOR RHETORICAL ANALYSIS:

NOTE: We all learn differently and respond to different guidance. With this in mind, I have put together a list of resources you can turn to should you want to do a little outside reading on Rhetorical Analysis. I have reviewed them all and they are all helpful in different ways. Give a quick look at each of them and see what one suits your style of learning best.

Thesis workshop (handout) ( Word | PDF )

We all are familiar with thesis statements and their importance in our written academic work. As review, let’s remind ourselves what a thesis statement is, and what purpose it serves in our academic writing.

RESOURCES FOR THESIS STATEMENTS:

What is a thesis statement? *

A thesis statement:

  • tells the reader how you will interpret the significance of the subject matter under discussion.
  • is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
  • directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself.
  • makes a claim that others might dispute.
  • is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

* SOURCE: Adapted from “Thesis Statements – The Writing Center • University of North Carolina at Chapel Hill” – https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

LET’S GET SPECIFIC!! Thesis for Rhetorical Analysis!!!

As an first move, you may want to consider AUDIENCE, both yours and the audience of your selected text. In fact, you really should consider audience because it can help you frame not only your essay, but your thesis. But this is not always easy. Here are some questions you may pose to yourself when envisioning an audience.

  • How much does your reader know?
  • What do you want your reader to know?
  • How much do you want to tell your reader?
  • Can you imagine an ideal audience for your essay?

Here’s 3 basic moves your thesis can – and should – make:

  • States what techniques you will be analyzing, and the impact of these techniques on the effectiveness of the text
  • Asserts your conclusion and takes a stand on the author’s rhetorical strategies
  • Serves as a guide to your essay for your reader

LET’S DISCUSS THIS POINT FOR A MOMENT:

“[A thesis] Asserts your conclusion and takes a stand on the author’s rhetorical strategies”

Have any of you heard it said that your conclusion is really a repeating or rephrasing of your thesis? Another way to think about this is that your THESIS repeats your CONCLUSION. While this may not be EXACTLY true in all situations, let us say it is true here. (Note: Sometimes, in some writing situations, a conclusion can do this, but it can also extend itself outside the essay and ask a question or pose a problem to be solved in another exploration.) This suggests that your thesis is formed AFTER your initial drafts, or drafts. Basically, you look at what YOU have done in your writing, and you build your thesis around that.

Here are some EXAMPLES for texts we have not read. But let’s look to them and see how they fit the guidance given in the points above.

  • Jones effectively convinces his audience that —- through the use of statistics and surveys paired with emotional stories.
  • Although Myers includes many convincing logical arguments through the use of historical facts, her readers may doubt her objectivity because of her sarcastic tone.
  • Thompson uses personal stories and tells of his extensive research in the area to make his readers believe in his credibility. These appeals to ethos, combined with his friendly tone, creates an effective argument for why college matters.
  • Roberts employs the rhetorical appeals of pathos and ethos effectively. However, his use of unsupported logical appeals causes his readers to doubt his claim that —- is supported by research
  • Mitchell’s attempt to convince the audience that —– is unsuccessful because of his insensitive word choice and angry tone.

Let’s practice as a group some provisional thesis statements for Tan, Saleem, Jordan, and Hughes.